Abstract
The expansion of autism special classes in mainstream schools has reshaped the demands on principals’ leadership and professional learning. This study examines how primary school principals in Ireland enact inclusionary leadership within autism special class contexts with a particular focus on professional learning and collaborative practice. The research uses an interpretive qualitative design, based on semi-structured interviews with fifteen primary school principals responsible for autism special classes. Data were analysed with thematic analysis to explore how principals supported staff learning and inclusive practice. The findings demonstrate that inconsistent preparation pathways for teachers and principals require leaders to actively facilitate professional learning within the school context. Principals supported staff development through mentoring, reflective dialogue and collaborative problem-solving, often embedding professional learning within everyday practice. The study also identified inequitable access to professional learning for Special Needs Assistants, highlighting structural disparities within inclusive education systems. Collaborative practices were present across schools but varied in structure and sustainability, with leadership playing a key role in enabling professional learning environments. This study contributes to leadership and inclusive education scholarship by conceptualising inclusionary leadership as a situated professional learning process. The findings have implications for leadership development, professional learning policy and the sustainable implementation of inclusive education in Ireland and internationally.